PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Technology use in higher education • Technology is ubiquitous. • Top-down push to increase access INSTRUCTOR IDP in Educational Technology, IIT Bombay 1 Image Credits:Shutterstock-Teacher-icon, Shutterstock-building, Top Differences, Freepik
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Technology use in higher ed. classrooms • Students as consumers of technology!! RESEARCH • Research results on benefits of technology, if used effectively IDP in Educational Technology, IIT Bombay 2 Image Created by:Shutterstock-students,
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS The Indian context • INSTRUCTOR-MEDIATED • SCALE • IN-SERVICE TRAINING IDP in Educational Technology, IIT Bombay 3 Source: https://www.facilities.aicte-india.org/dashboard/pages/dashboardaicte.php
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Existing initiatives o National Missions n NMEICT (T10KT, AAQ, Spoken Tutorials,..), NPTEL, PMMMNMTT, TEQIP o Institutional n National Institute of Technical Teachers Training & Research (NITTTR), CEP, QIP o Local/individual efforts (STTPs, TLCs) IDP in Educational Technology, IIT Bombay 4
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Operating Context Train 10000 Teachers (T10KT) o Goal: Empowerment of o teachers Hub (IITB) and Spoke (Remote o Centre) model Synchronous Workshops o through A-VIEW and MOODLE Blended courses using IITBX o IDP in Educational Technology, IIT Bombay 5
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Problem Statement o How to improve the design and delivery of large-scale training programs to in-service faculty in engineering education within India to enable them in effectively integrating Information and Communication Technology (ICT) tools within their teaching-learning context? IDP in Educational Technology, IIT Bombay 6
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Solution Development of Attain-Align-Integrate-Investigate (A2I2) o Model Implementation of Training based on A2I2 o 1 face-to-face n 3 blended-online n 1 massive open online n Evaluation of model via 5 studies o IDP in Educational Technology, IIT Bombay 7
Overview of Research IDP in Educational Technology, IIT Bombay 8
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Flow of Research IDP in Educational Technology, IIT Bombay 9
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS POSITIONING THE RESEARCH IDP in Educational Technology, IIT Bombay 10
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Lit. Review Barriers in effective technology integration Improving Teaching-Learning in Engg. Education Existing work on TPD: best practices & recommendation, Models IDP in Educational Technology, IIT Bombay 11
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Barriers to effective ICT integration Effectively integrating ICT tools is challenging because: 1 st Order • Access to ICT tools (Ertmer, 2005) barrier 2 nd Order • Teachers feel inadequately prepared for: barrier - Using new technology (Mumtaz, 2000) - Teachers belief and attitude towards technology (Ertmer, 2005) - Design of lessons using Student-centric strategies (Brown & Warschauer, 2006; Gao, Choy, Wang, & Wu, 2009; Lim & Chai, 2008 ) 3 rd Order barrier IDP in Educational Technology, IIT Bombay 12
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Improving Teaching-Learning in Engg. Edu. Levels of T-L practice in engg. o education (Streveler et. al., 2012) Recommendation to operate above o “scholarly teaching” Assess own teaching and make o improvements IDP in Educational Technology, IIT Bombay 13
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Existing work Best practices and recommendations o Constructivist use (Jung, 2005; Jonassen et. al., 2008), Need for collaboration n (Tseng & Kuo, 2014) Available Models o Reflective Practice (Avalos, 2011; Gibbs, 1988; Schon, 1987), Communities of n Practice (Wenger, 1998), Action Research (Rock & Levin,2002; Zeichner, 1987), TPACK (Mishra & Koehler, 2009) Existing programmes in higher ed o Course Design Workshop at McGill University (Saroyan et. al., 2004), National n Effective Teaching Institute – NETI (Brent & Felder, 2009), March ET (Reinties et. al., 2013) IDP in Educational Technology, IIT Bombay 14
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Lit. Review Barriers in Need for focusing on 2 nd and 3 rd order barriers effective technology integration Improving Aiming for scholarship of teaching- learning through constructive Teaching-Learning alignment and action research in Engg. Education Existing work on TPD: Use of constructivist practices and best practices & recommendation, ensuring collaboration Models IDP in Educational Technology, IIT Bombay 15
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Positioning the current research A model for: o Going beyond best practices and recommendations o Tackling second and third order barriers o Scaling and Sustaining the training IDP in Educational Technology, IIT Bombay 16
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Identifying problems within operating context EXPLORATORY PHASE IDP in Educational Technology, IIT Bombay 17
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Summary of studies Two research studies to: o What is the perception of instructors, in Indian engineering n education, towards active learning strategies? How effective are the instructors in reflecting on their own n technology integration practice? Operating context – T10KT o IDP in Educational Technology, IIT Bombay 18
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Details of exploratory studies Research Study 1 Research Study 2 Goal: Training CS instructors in active Goal: Training instructors in Research o o learning for teaching programming Methods in ET (2013, 5675 registered) (2014, 7633 registered) Mixed-method research o Mixed-method research Quant (18 Ques Survey, Likert scale; N= 3688, o n Evaluation of participant submissions; N=1287) Quant (6 Ques Survey, Likert scale; N=3688) n Qual (Content Analysis of participant n Qual (Content analysis of open-ended n submissions; N=242) question; N=1802) Improvement of teacher reflection o High perception of usefulness of Active o Dominance of teacher-centered ideas Learning (AL) strategies; Need support o in AL (Warriem, Murthy & Iyer, 2013a; 2013b) o Misconceptions about AL o IDP in Educational Technology, IIT Bombay 19
Need for a new metric for evaluation Not all registered participants Persistence Rate – Number o o participate of people completed/Number of active participants Common phenomena in o large-scale efforts Completion rate is insufficient o “Persistence Rate” as a new o metric IDP in Educational Technology, IIT Bombay 20
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Goals Research Practice o o Design and development of Scaffolds for assisting in n n a scalable model that will implementation assist in implementation of Promote higher persistence n TPD programmes for technology integration Evaluate the effectiveness of n training programmes developed from the model IDP in Educational Technology, IIT Bombay 21
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS ATTAIN-ALIGN-INTEGRATE-INVESTIGATE (A2I2) MODEL IDP in Educational Technology, IIT Bombay 22
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Theoretical Basis o Constructive Alignment (Biggs, 1996) o Spiral Curriculum (Bruner, 1977) o Active Learning (Meltzer & Thornton, 2012) IDP in Educational Technology, IIT Bombay 23
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Design Principles (Warriem, Murthy & Iyer, 2015; 2017) Immersivity o Helps in designing learning environment n Experience as learner first, teacher next n Pertinency o Helps in designing training content n Immediate relevance of training content n Transfer of Ownership o Helps in sustaining training benefits n Promoting ownership of the change needed in practice n IDP in Educational Technology, IIT Bombay 24
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS A2I2 MODEL IDP in Educational Technology, IIT Bombay 25
Recommend
More recommend
